شبكة المعلومات العربية التربوية

The current study aims at finding out the effectiveness of cluster strategy in developing reflective thinking among students at literary fourth grade in history. So for the purpose of achieving this aim, the researcher formulates the following null hypotheses; there are no statistically significant differences at level (0.5) between the mean scores of the experimental group which is taught history by cluster strategy and the mean scores of the control group which is taught history by using the traditional way in reflective thinking pre- test and post-test. There are no statistically significant differences at level (0.5) between the mean scores of pretest and posttest to female-students of experimental group who taught history by using the cluster strategy. There are no statistically significant differences at level (0.5) between the mean scores of pretest and posttest to female-students of control group who taught history by using the traditional way of teaching. To achieve the aims of study and verifying its hypotheses, the researcher selected a quasi-experimental design. Randomly sample is chosen from the students of fourth stage at Babylon Preparatory School. The sample consisted 66 student in the amount of 33 students in each group history syllabus is stated, representing by the first seven chapters of history textbook (the Arabic and Islamic civilization) which is admitted by Ministry of Iraqi Education for the academic year (2013-2014) for students at literary fourth stage. The researchers wrote 180 behavioral goal for the first seven chapters and prepared lesson plans for teaching the two groups of the study and displayed models on a group of specialists to ensure its validity. The researcher constructed meditative thinking which consisted of five skills, viz (meditation, observation, identifying logical fallacies, giving convincing explanations, reaching to conclusions, developing proposed solutions), the number of items is 30 items in amount of 6 items for each in the light of the current results, the researcher concluded the effectiveness of cluster strategy in acquiring reflective thinking skills compared with the traditional way. Accordingly, the researcher recommended the need to use the cluster strategy that proved its effectiveness in the teaching of history and do not stick with the traditional way. Complementing the aspects of current study, the researcher suggested a similar study with other dependent variables such as achievement and the development of creative thinking and systemic. (Published abstract)